Search Results

You are looking at 11 - 20 of 20 items for

  • Author or Editor: Randall E. Groth x
Clear All Modify Search
Restricted access

Randall E. Groth

Examine how types of statistical variability recommended in GAISE can be taught alongside the data displays recommended in CCSSM.

Restricted access

Randall E. Groth and Anna E. Bargagliotti

Two recent sets of guidelines that intersect statistics and complement each other can be used to plot an orderly progression of study.

Restricted access

Jennifer A. Bergner and Randall E. Groth

Part of the beauty of mathematics is that seemingly isolated branches of the subject can often be used together to produce solutions to problems. High school students need to engage in activities that help them see how the various branches of mathematics work together in problem-solving situations. NCTM (2000) underscores the importance of such activities, stating, “When students can see the connections across different mathematical content areas, they develop a view of mathematics as an integrated whole” (NCTM 2000, p. 354).

Restricted access

Randall E. Groth, Matthew Jones and Mary Knaub

Learning to work with bivariate data, a key goal of middle-grades statistics curricula, is aided by a sequence of lessons.

Restricted access

Randall E. Groth, Kristen D. Kent and Ebony D. Hitch

Students travel through a series of lessons as they analyze data and unpack the meaning of measures of center.

Restricted access

Randall E. Groth and Nancy N. Powell

Statistics plays a key role in shaping policy in a democratic society, so statistical literacy is essential for all citizens to keep a democratic government strong (Wallman 1993). However, fostering the statistical thinking is a complex endeavor. We ultimately need to engage students in all phases of the investigative cycle of statistics, including data gathering, data analysis, and inference.

Restricted access

Randall E. Groth and Jennifer A. Bergner

Conversations with colleagues can be valuable in thinking through the logistics of implementing the NCTM's (2000) recommendations for teaching mathematics.

Restricted access

Randall E. Groth, Jennifer A. Bergner and Jathan W. Austin

Normative discourse about probability requires shared meanings for disciplinary vocabulary. Previous research indicates that students’ meanings for probability vocabulary often differ from those of mathematicians, creating a need to attend to developing students’ use of language. Current standards documents conflict in their recommendations about how this should occur. In the present study, we conducted microgenetic research to examine the vocabulary use of four students before, during, and after lessons from a cycle of design-based research attending to probability vocabulary. In characterizing students’ normative and nonnormative uses of language, we draw implications for the design of curriculum, standards, and further research. Specifically, we illustrate the importance of attending to incrementality, multidimensionality, polysemy, interrelatedness, and heterogeneity to foster students’ probability vocabulary development.

Restricted access

Randall E. Groth and Claudia R. Burgess

Online conversations help teachers engage in constructive criticism and attend more carefully to aligning lesson plans with problem solving.

Restricted access

Randall E. Groth, Jennifer A. Bergner, Jathan W. Austin, Claudia R. Burgess and Veera Holdai

Undergraduate research is increasingly prevalent in many fields of study, but it is not yet widespread in mathematics education. We argue that expanding undergraduate research opportunities in mathematics education would be beneficial to the field. Such opportunities can be impactful as either extracurricular or course-embedded experiences. To help readers envision directions for undergraduate research experiences in mathematics education with prospective teachers, we describe a model built on a design-based research paradigm. The model engages pairs of prospective teachers in working with faculty mentors to design instructional sequences and test the extent to which they support children’s learning. Undergraduates learn about the nature of systematic mathematics education research and how careful analyses of classroom data can guide practice. Mentors gain opportunities to pursue their personal research interests while guiding undergraduate pairs. We explain how implementing the core cycle of the model, whether on a small or large scale, can help teachers make instructional decisions that are based on rich, qualitative classroom data.